Area:
Social Psychology, Cognitive Psychology, Sciences Education
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High-probability grants
According to our matching algorithm, Stellan Ohlsson is the likely recipient of the following grants.
| Years |
Recipients |
Code |
Title / Keywords |
Matching
score |
| 1986 — 1987 |
Ohlsson, Stellan
Bonar, Jeffrey |
N/AActivity Code Description:
No activity code was retrieved: click on the grant title for more information |
Third International Conference On Artificial Intelligence and Education; Pittsburgh, Pa; May 1987 (Information Science) @ University of Pittsburgh |
0.955 |
| 1997 — 2000 |
Defanti, Thomas [⬀]
Moher, Thomas (co-PI) [⬀]
Ohlsson, Stellan
Johnson, Andrew |
N/AActivity Code Description:
No activity code was retrieved: click on the grant title for more information |
Deep Learning and Visualization Technologies @ University of Illinois At Chicago
9720351 Thomas Defanti University of Illinois Deep Learning And Visualization Techniques This award is to study the use of visualization techniques in encouraging deep learning of concept. The notion was initially developed on a virtual reality CAVE environment to illustrate the concept of gravity. The PIs are studying other educational applications where a compelling case for virtual reality can be made.
|
1 |
| 1999 — 2001 |
Moher, Thomas (co-PI) [⬀]
Ohlsson, Stellan
Johnson, Andrew |
N/AActivity Code Description:
No activity code was retrieved: click on the grant title for more information |
Prior Knowledge, Analogical Transfer and Multiple Perspectives in Child Learning @ University of Illinois At Chicago
The purpose of this project is to determine how children acquire new ideas (as opposed to facts or skills). The approach is to identify generic obstacles to learning, design a path around those obstacles, create a learning scenario--a set of linked situations, materials and activities--that supports that path and, finally, investigate what children learn in that scenario. One obstacle to learning is that the learner's main tool for interpreting new information is his or her prior knowledge, so new information tends to be distorted to be consistent with the latter. This obstacle can be overcome by learning an analogue to the target idea in some other domain and then transferring that idea to the target domain. A second generic obstacle is the cognitive strain associated with the need to coordinate multiple perspectives, a frequent task in science class. This obstacle can be overcome by engaging the learner in a dialogue that makes the relations between the multiple perspectives explicit. These two hypotheses are embedded in a scenario for teaching very young children that the Earth is round. Virtual reality technology is used to provide an unfamiliar context in which to acquire the concept of a spherical planet and physical models are used to support the application of that concept to the Earth. Two studies will be carried out in an economically and ethnically diverse school to assess whether this scenario is effective. The results will inform current debates in psychology about the function of prior knowledge, analogical transfer and multiple perspectives in learning and provide guidelines for the future use of virtual reality in science instruction.
|
1 |